Does digital inclusion affect quality of life? Evidence from Australian household panel data

Ali, Mohammad Afshar; Alam, Khorshed; Taylor, Brad; Rafiq, Shuddhasattwa

doi:10.1016/j.tele.2020.101405

Cited by 40 publications

(39 citation statements)

References 49 publications

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“…Inclusion in education acts as one of the forms of implementation of the ecological imperative, including in relation to humans [9,10,11,12,28]. In the educational activities of universities, secondary schools and preschool institutions, it presupposes such an organization of educational and educational processes that would allow children, adolescents, youths and adults of different subcultures to interact with each other, realizing their internal needs for mutual assistance and service, for self-improvement and mutual improvement, in the exchange of knowledge and skills (competencies), experience, and in the appropriation and creation (research as "learning from") experience and competencies (L. Barton O.V.…”

Section: Research Resultsmentioning

confidence: 99%

“…It also gave birth to a model of subjective, individualized or "personalized" education, focused on the individuality of students. It also gave rise to a complementary model of inclusive education, requiring the inclusion of students with different educational needs and capabilities within the same educational system [9,10,11,12]. Each of these and other areas of implementation of the ecological imperative has become the subject of numerous studies, however, there are few studies devoted to their understanding as ecological ones.…”

Section: Introductionmentioning

confidence: 99%

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Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Степанова

Demchuk

Tashcheva³

et al. 2021

E3S Web Conf.

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The environmental imperative in education has given rise to a number of approaches and models, including the model of inclusive education, which requires the unification of students with different educational needs and capabilities within one educational system. The heuristic potential of such studies is significant, although very little understood. The ecological approach to understanding inclusiveness has significant practical significance and value: the ecological imperative helps to identify and implement the most effective and productive ways of transforming existing problems, without sacrificing either the tasks of development and movement forward, or the tasks of preserving the existing ones. At each stage of education inclusion as an ecological imperative presupposes certain accents. In preschool education, inclusion is the creation of an environment in which children can become aware of the differences between each other, related to their individual characteristics. In school education, children and adolescents can realize and feel the differences in the forms and strategies for building interactions and relationships between people, as well as the existence of different strategies, forms and types of learning activity and learning relationships. In university education, young individual can sense the differences that exist in the forms and relationships of professional and career activity.

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Section: Research Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Степанова

Demchuk

Tashcheva³

et al. 2021

E3S Web Conf.

View full text Add to dashboard Cite

show abstract

“…This term described the differences that existed between hardware and broadband access, in particular, this was about access to ICT knowledge in the home, the school, and the workplace. These disparities in digital access that remained among poor, undereducated, and racial-ethnic minorities and may affect the quality of life although (Ali, Alam, Taylor & Rafiq, 2020) observe studies have shown mixed results (Helsper, 2008;Livingstone & Helsper, 2007). The solution to inclusion is often described as community building, therefore grassroots organizations and community centers began offering access to ICTs through their facilities.…”

Section: Palabras Clave: Alfabetitzación Digital Abuso Infantil Online Keniamentioning

confidence: 99%

Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya

Muhingi

Mavole

Nzau

2021

RIMCIS

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Kenya introduced Digischool to public primary schools to prepare children for today’s digital world attracting a cyber-threat landscape. Utilising a descriptive cross-sectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers and child protection officers. Godden’s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data was analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using a number of strategies. The study revealed a significant relationship between the type of school and exposure to online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is need for a systems thinking and concerted multi-sectorial approach to improvement of digital literacy hence protecting children online.

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“…Similarly, the psychological intervention component needs adaptation, with individual and group counselling sessions being delivered through video-conferencing technology and life skills via recorded sessions of facilitated strategies and activities that build psychosocial resources (Saxena et al, 2019;Zeren et al, 2020). Finally, it is important to note that the SL component remains unchanged, as students and trainee professionals will similarly glean valuable learning outcomes from the adaptation of service delivery and digital upskilling (Ali et al, 2020), which are necessary skills needed to be an effective field practitioner.…”

Section: The Snehagram Model During and After Covid-19mentioning

confidence: 99%

Snehagram Model of an Applied Psychosocial Intervention Approach Among Adolescents Living with HIV/AIDS: A Blueprint

Sudhesh

Sreenath

Gupta

et al. 2020

Institutionalised Children Explorations and Beyond

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We present the Snehagram model, an applied psychosocial intervention for adolescents living with HIV/AIDS (ALWH), delivered through service learning (SL). The model is a synthesised blueprint of the ongoing intervention adopting a multi-component structure, addressing the overall development of ALWH through the integration of educational support, psychological interventions and research. Intervention outcomes include psychosocial skills, mental health and holistic education using research- and evidence-based practice to support ALWH with skills needed for re-integration and functioning in society post intra-community residence. The SL delivery framework parallelly benefits student trainees and the community, resulting in active participation via experiential learning and professional development. This unique approach to resource utilisation also makes it a viable and sustainable model in developing countries where resources are limited.

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Does digital inclusion affect quality of life? Evidence from Australian household panel data

Cited by 40 publications

References 49 publications

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Inclusion as an environmental imperative of educational activity in university, secondary and preschool education

Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya

Snehagram Model of an Applied Psychosocial Intervention Approach Among Adolescents Living with HIV/AIDS: A Blueprint

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